Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum
Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) w...
Saved in:
Published in | Neurology Education Vol. 2; no. 1; p. e200037 |
---|---|
Main Authors | , |
Format | Journal Article |
Language | English |
Published |
Hagerstown, MD
Lippincott Williams & Wilkins
01.03.2023
|
Online Access | Get full text |
Cover
Loading…
Abstract | Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.
We identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020-2021) with that in the postimplementation phase (year 2021-2022) using a 2-sample
test.
Student opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%-96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct;
= 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct;
= 0.36).
We demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material. |
---|---|
AbstractList | Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.
We identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020-2021) with that in the postimplementation phase (year 2021-2022) using a 2-sample
test.
Student opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%-96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct;
= 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct;
= 0.36).
We demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material. Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.Background and Problem StatementNeurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among medical providers. We developed, implemented, and assessed a curricular innovation using clinician-educators and team-based learning (TBL) with the goals to demonstrate clinical relevance in neuropathology, enhance student engagement in neuropathology education, and promote direct application of knowledge.We identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020-2021) with that in the postimplementation phase (year 2021-2022) using a 2-sample t test.Methods and Curriculum DescriptionWe identified an underperforming neuropathology curriculum within the second-year medical student neuroscience course at the University of Rochester School of Medicine and Dentistry and implemented a traditional TBL curriculum to deliver this content. In addition, we transitioned to primarily clinician-led lectures in the neuropathology curriculum. We assessed student opinions of the curricular changes though end-of-course feedback, the implementation of a novel survey, and semistructured interviews with students. We assessed outcomes on the course final examination and overall course performance, comparing student performance in the preimplementation phase (year 2020-2021) with that in the postimplementation phase (year 2021-2022) using a 2-sample t test.Student opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%-96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct; p = 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct; p = 0.36).Results and AssessmentStudent opinions of the curricular changes were positive on the end-of-course evaluation (79.4% rated TBL as good or excellent) and novel survey (89%-96% of students rated the portions of the curriculum positively). Themes identified in free text responses and through qualitative interviews included an appreciation of the streamlined course content and a sense that the various sessions within the neuropathology curriculum effectively reinforced learning. Student performance on the final examination was similar in the preimplementation vs postimplementation phases (81.2% correct vs 80.3% correct; p = 0.37). Performance on the neuropathology subsection of the final examination was also similar among the 2 cohorts (82.6% correct vs 83.9% correct; p = 0.36).We demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material.Discussion and Lessons LearnedWe demonstrate the feasibility and utility of a transition to primarily neurologist and neurosurgeon-led lectures and the implementation of a TBL curriculum within a neuroscience course. While we report data from implementation at a single center, these results have potential relevance to other courses, given our demonstration that TBL is a useful method to deliver neuroscience learning, nonpathologist lecturers can effectively provide neuropathology education, and a small number of educational faculty can be engaged to deliver this material. |
Author | Tarolli, Christopher G Józefowicz, Ralph F |
Author_xml | – sequence: 1 givenname: Christopher G surname: Tarolli fullname: Tarolli, Christopher G organization: From the Department of Neurology (C.G.T., R.F.J.), and Center for Health + Technology (C.G.T.), University of Rochester, NY – sequence: 2 givenname: Ralph F surname: Józefowicz fullname: Józefowicz, Ralph F organization: From the Department of Neurology (C.G.T., R.F.J.), and Center for Health + Technology (C.G.T.), University of Rochester, NY |
BackLink | https://www.ncbi.nlm.nih.gov/pubmed/39411106$$D View this record in MEDLINE/PubMed |
BookMark | eNpdUU1PHDEMjRCoUMo_QFWOXAbiJDNJekGw2rZIW3roVj1G2YyHjTSTgWQGiX_PLNDlw5JlW35-tvw-k93YRyTkGNgpcOBn13NzyrbGJxdqhxxwpaAwRpndN_k-Oco5rFhZaSk4mE9kXxgJAKw6IN1sTCn4sR07ehVjf--G0Mf8jc7j2kUf4g39hXXwrqV_hrHGONBrHFOffcDokS6TC3GD-heGNXV0ia4rLl3Gmi7QpafW64ovZK9xbcajl3hI_n6fL2c_i8XvH1ezi0XheSlVwWstNKxUwyohtC5lY-qqbLTxHk0la6xAa-4qzXzNgKlSGuQONqUxkqE4JOfPvLfjqsPaT2cn19rbFDqXHmzvgn3fiWFtb_p7CyCVYEZMDCcvDKm_GzEPtgvZY9u6iP2YrQBQTGlZbqDyGeqnt-SEzXYPMLtRy05q2Y9qTWNf3964HfqvjXgEElGScg |
CitedBy_id | crossref_primary_10_1212_NE9_0000000000200062 |
Cites_doi | 10.1055/s-0038-1666987 10.1212/01.wnl.0000247740.47667.03 10.1097/ACM.0b013e3181f52bed 10.1111/j.1365-2929.2005.02248.x 10.1080/0142159X.2017.1340636 10.3109/0142159X.2012.651179 10.1093/med/9780190675011.001.0001 10.1152/advan.00162.2019 10.1017/S0317167100018436 10.1186/s12909-020-02287-y 10.1001/archneur.1994.00540160018003 10.1212/WNL.0000000000007369 10.1186/s12909-017-1068-z 10.1016/j.jbi.2008.08.010 10.1186/1472-6920-9-39 10.1212/WNL.0b013e318294b1cf |
ContentType | Journal Article |
Copyright | 2023 American Academy of Neurology. 2023 American Academy of Neurology 2023 American Academy of Neurology |
Copyright_xml | – notice: 2023 American Academy of Neurology. – notice: 2023 American Academy of Neurology 2023 American Academy of Neurology |
DBID | NPM AAYXX CITATION 7X8 5PM |
DOI | 10.1212/NE9.0000000000200037 |
DatabaseName | PubMed CrossRef MEDLINE - Academic PubMed Central (Full Participant titles) |
DatabaseTitle | PubMed CrossRef MEDLINE - Academic |
DatabaseTitleList | PubMed MEDLINE - Academic |
Database_xml | – sequence: 1 dbid: NPM name: PubMed url: https://proxy.k.utb.cz/login?url=http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database |
DeliveryMethod | fulltext_linktorsrc |
EISSN | 2771-9979 |
ExternalDocumentID | 10_1212_NE9_0000000000200037 39411106 |
Genre | Journal Article |
GroupedDBID | ALMA_UNASSIGNED_HOLDINGS NPM RPM 0R~ AAAAV AAIQE AAYXX ACILI ACXJB ADGGA ADHPY ADPDF AHQNM AJNWD AJZMW AMNEI AOHHW CITATION DIWNM EEVPB FCALG GQDEL OVD OVDNE OVEED SJN TEORI TSPGW 7X8 5PM |
ID | FETCH-LOGICAL-c2547-2d8381b7f06338854f9d65f89cce964de61882a680cd0107549e2a180cd9940e3 |
IEDL.DBID | RPM |
ISSN | 2771-9979 |
IngestDate | Wed Oct 16 06:23:38 EDT 2024 Fri Oct 18 23:47:58 EDT 2024 Fri Aug 23 02:16:21 EDT 2024 Fri Oct 18 08:36:42 EDT 2024 |
IsDoiOpenAccess | true |
IsOpenAccess | true |
IsPeerReviewed | true |
IsScholarly | true |
Issue | 1 |
Language | English |
License | 2023 American Academy of Neurology. This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0 (CC BY), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. |
LinkModel | DirectLink |
MergedId | FETCHMERGED-LOGICAL-c2547-2d8381b7f06338854f9d65f89cce964de61882a680cd0107549e2a180cd9940e3 |
Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Submitted and externally peer reviewed. The handling editor was Roy Strowd III, MD, MEd, MS. Go to Neurology.org/NE for full disclosures. Funding information and disclosures deemed relevant by the authors, if any, are provided at the end of the article. |
OpenAccessLink | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11473093/ |
PMID | 39411106 |
PQID | 3117078453 |
PQPubID | 23479 |
ParticipantIDs | pubmedcentral_primary_oai_pubmedcentral_nih_gov_11473093 proquest_miscellaneous_3117078453 crossref_primary_10_1212_NE9_0000000000200037 pubmed_primary_39411106 |
PublicationCentury | 2000 |
PublicationDate | 2023-Mar |
PublicationDateYYYYMMDD | 2023-03-01 |
PublicationDate_xml | – month: 03 year: 2023 text: 2023-Mar |
PublicationDecade | 2020 |
PublicationPlace | Hagerstown, MD |
PublicationPlace_xml | – name: Hagerstown, MD |
PublicationTitle | Neurology Education |
PublicationTitleAlternate | Neurol Educ |
PublicationYear | 2023 |
Publisher | Lippincott Williams & Wilkins |
Publisher_xml | – name: Lippincott Williams & Wilkins |
References | e_1_3_5_26_2 Kirkpatrick JD (e_1_3_5_25_2) 2016 e_1_3_5_22_2 Gray F (e_1_3_5_24_2) 2018 e_1_3_5_2_2 Koles PG (e_1_3_5_10_2) 2010; 85 e_1_3_5_7_2 e_1_3_5_9_2 Burgess A (e_1_3_5_15_2) 2020; 20 Pollack AE (e_1_3_5_16_2) 2018; 17 e_1_3_5_4_2 Association of American Medical Colleges (e_1_3_5_5_2) 2016 e_1_3_5_3_2 e_1_3_5_6_2 Armstrong P (e_1_3_5_14_2) 2010 Ng M (e_1_3_5_20_2) 2021; 20 Reimschisel T (e_1_3_5_12_2) 2017; 39 Fantaneanu TA (e_1_3_5_8_2) 2014; 41 Sibley J (e_1_3_5_13_2) 2014 Brich J (e_1_3_5_19_2) 2013; 30 Parmelee D (e_1_3_5_23_2) 2012; 34 Burgess A (e_1_3_5_11_2) 2017; 17 Anwar K (e_1_3_5_18_2) 2020; 44 Koles P (e_1_3_5_21_2) 2005; 39 Ng M (e_1_3_5_17_2) 2020; 18 |
References_xml | – ident: e_1_3_5_6_2 doi: 10.1055/s-0038-1666987 – ident: e_1_3_5_3_2 doi: 10.1212/01.wnl.0000247740.47667.03 – volume: 85 start-page: 1739 issue: 11 year: 2010 ident: e_1_3_5_10_2 article-title: The impact of team-based learning on medical students' academic performance publication-title: Acad Med doi: 10.1097/ACM.0b013e3181f52bed contributor: fullname: Koles PG – volume: 39 start-page: 1045 issue: 10 year: 2005 ident: e_1_3_5_21_2 article-title: Active learning in a year 2 pathology curriculum publication-title: Med Educ doi: 10.1111/j.1365-2929.2005.02248.x contributor: fullname: Koles P – volume: 39 start-page: 1227 issue: 12 year: 2017 ident: e_1_3_5_12_2 article-title: A systematic review of the published literature on team-based learning in health professions education publication-title: Med Teach doi: 10.1080/0142159X.2017.1340636 contributor: fullname: Reimschisel T – volume: 34 start-page: e275 issue: 5 year: 2012 ident: e_1_3_5_23_2 article-title: Team-based learning: a practical guide: AMEE guide no. 65 publication-title: Med Teach doi: 10.3109/0142159X.2012.651179 contributor: fullname: Parmelee D – volume: 17 start-page: A34 issue: 1 year: 2018 ident: e_1_3_5_16_2 article-title: The neuroscience classroom remodeled with team-based learning publication-title: J Undergrad Neurosci Educ contributor: fullname: Pollack AE – volume-title: Escourolle and Poirier's Manual of Basic Neuropathology year: 2018 ident: e_1_3_5_24_2 doi: 10.1093/med/9780190675011.001.0001 contributor: fullname: Gray F – volume: 44 start-page: 232 issue: 2 year: 2020 ident: e_1_3_5_18_2 article-title: Implementation of structured team-based review enhances knowledge consolidation and academic performance of undergraduate medical students studying neuroscience publication-title: Adv Physiol Educ doi: 10.1152/advan.00162.2019 contributor: fullname: Anwar K – start-page: 1 volume-title: Why TBL Works year: 2014 ident: e_1_3_5_13_2 contributor: fullname: Sibley J – ident: e_1_3_5_22_2 – volume: 41 start-page: 421 issue: 4 year: 2014 ident: e_1_3_5_8_2 article-title: Neurophobia inception: a study of trainees' perceptions of neurology education publication-title: Can J Neurol Sci doi: 10.1017/S0317167100018436 contributor: fullname: Fantaneanu TA – volume-title: Bloom's Taxonomy year: 2010 ident: e_1_3_5_14_2 contributor: fullname: Armstrong P – volume: 18 start-page: A102 issue: 2 year: 2020 ident: e_1_3_5_17_2 article-title: Comparing active learning to team-based learning in undergraduate neuroscience publication-title: J Undergrad Neurosci Educ contributor: fullname: Ng M – volume: 20 start-page: 461 year: 2020 ident: e_1_3_5_15_2 article-title: Team-based learning: design, facilitation and participation publication-title: BMC Med Educ doi: 10.1186/s12909-020-02287-y contributor: fullname: Burgess A – ident: e_1_3_5_2_2 doi: 10.1001/archneur.1994.00540160018003 – volume: 20 start-page: A49 issue: 1 year: 2021 ident: e_1_3_5_20_2 article-title: Class size and student performance in a team-based learning course publication-title: J Undergrad Neurosci Educ contributor: fullname: Ng M – ident: e_1_3_5_7_2 doi: 10.1212/WNL.0000000000007369 – volume-title: Association of American Medical Colleges Medical School Graduation Questionnaire: 2016 All Schools Summary Report year: 2016 ident: e_1_3_5_5_2 contributor: fullname: Association of American Medical Colleges – volume: 17 start-page: 243 issue: 1 year: 2017 ident: e_1_3_5_11_2 article-title: Team-based learning (TBL) in the medical curriculum: better than PBL? publication-title: BMC Med Educ doi: 10.1186/s12909-017-1068-z contributor: fullname: Burgess A – volume: 30 start-page: Doc20 issue: 2 year: 2013 ident: e_1_3_5_19_2 article-title: Feasibility, acceptance and impact of team-based learning in neurology: a pilot study publication-title: GMS Z Med Ausbild contributor: fullname: Brich J – ident: e_1_3_5_26_2 doi: 10.1016/j.jbi.2008.08.010 – ident: e_1_3_5_9_2 doi: 10.1186/1472-6920-9-39 – volume-title: Kirkpatrick's Four Levels of Training Evaluation year: 2016 ident: e_1_3_5_25_2 contributor: fullname: Kirkpatrick JD – ident: e_1_3_5_4_2 doi: 10.1212/WNL.0b013e318294b1cf |
SSID | ssib056843219 ssib053108148 ssib050736064 |
Score | 2.2670014 |
Snippet | Neurophobia, the fear of, discomfort with, and dislike of clinical neurology, is frequently due to poor experiences in preclinical neuroscience education among... |
SourceID | pubmedcentral proquest crossref pubmed |
SourceType | Open Access Repository Aggregation Database Index Database |
StartPage | e200037 |
Title | Curriculum Innovations: Enhancing Medical Student Neuroscience Training With a Team-Based Learning Curriculum |
URI | https://www.ncbi.nlm.nih.gov/pubmed/39411106 https://www.proquest.com/docview/3117078453 https://pubmed.ncbi.nlm.nih.gov/PMC11473093 |
Volume | 2 |
hasFullText | 1 |
inHoldings | 1 |
isFullTextHit | |
isPrint | |
link | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LT8JAEJ4AXrwYjS98kDXxWijd7e7Wm2IJmogmgnJr2u4WSKQQgf_v9Ingzd6aPvN1duebzuw3ALd-xJUUVmRYgckMpiyNY05JIxIROgMzCHO1zz7vDdnzyB5VgBdrYdKi_TCYNuOvWTOeTtLaysUsbBV1Yq23lw5yeJFk8FpVqApKt2N0JDgUWXlpZWhk6PY2pN_mklEcp_k6Opy6W33XyXQM081KRVm2_dQf8rlbQ_nLKXUP4SBnk-Q-e-sjqOj4GGad8rceeSqbni7viBtPEnWNeEzy9Ax5z5QtSX-jaqnJIO8aQT6nqwnxyUD7M-MBvZ0iuRrrmGwecQLDrjvo9Iy8q4IRYjAoDEtJ9NKBiJCcUCltFjmK25F0wlA7nCnN28i6fS7NUGGwJjCA1JbfTnYdh5mankItnsf6HIi2uQiidhg4pmJCBT5HPiYwgrGEr3EmrYNRYOgtMvEMLwk6EHMPMfd2Ma_DTQG0h1aepC78WM_XS48mDXKEZDatw1kGfHlH6jCcsE1eB7n1ScoTEgXt7SNoWKmSdmFIF_-_9BL2kw70WVnaFdRW32t9jTxlFTRg7_XDdR8bqXn-ANfi5qk |
link.rule.ids | 230,315,733,786,790,891,27955,27956,53825,53827 |
linkProvider | National Library of Medicine |
linkToHtml | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV3JTsMwEB1BOcCFRWxlNRLXtGni2A43qFqVrUKiqL1F8RJaQQOC9sLXM1lLywlyi5xF1vNk3mTGbwDOw4hpwZ3IcqRNLaodgzanhRXxCJ2BLVWu9tllnSd6M_AGS8CKvTBp0b6So1r8Oq7Fo2FaW_k-VvWiTqz-cN9EDs-TDF59GVbQYB1vPkpHiuMiLy_XGS4zdHwz2u8xQV201HwnHX68692WnykZpoeTyrLMe6pf9HOxivKHW2pvQL-YUFaN8lKbTmRNfS1oPf59xpuwnjNVcpmNb8GSibdh3Cx_GZLrsqHq5wVpxcNEuSN-JnnqhzxmqpmkO1PMNKSXd6Qg_dFkSELSM-HYukJPqkmu9PpMZq_Ygad2q9fsWHnHBkthoMktRwtkAJJHSHxcITwa-Zp5kfCVMj6j2rAGMvqQCVtpDAQ5BqfGCRvJqe9T27i7UInfYrMPxHiMy6ihpG9ryrUMGXI9jtGRw0ODoFfBKtAJ3jNhjiAJaBDNANEMFtGswlkBYYAWlKRFwti8TT8DN2m-wwX13CrsZZCWT3R9is7AZlUQc2CXFyTq3PMjCGGq0l1AdvD_W09htdO7vwvurru3h7CWdLrPyt-OoDL5mJpj5EMTeZIu_m8WvgdF |
linkToPdf | http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwnV1LT9tAEB5RkKpegKqvQKFbqVfHjr3eXXNr00TQR4TUoCL1YHlfJCpZIpJc-PUd22unCTd8s_zS6tvxfOP9_A3Ap8IyLXhsg1hGNKA6NhhzWgSWW0wGkVTe7XPEzq_ot-v02qsqF15W6ZScdt3trOumk0pbOZ-psNGJhZc_-8jhebmCF861DZ_BHgZtzDcrdaQ5CXLzdq7hVMPkt6b-KRM0wWj1f9PhCzwcDbLazbDa4sqaZTNbPaKg20rK_1LT8AD-NIOqFSl_u6ul7KqHLb_Hp436EPY9YyWf63Newo5xr2DWbz8dkou2serijAzcpHTwcDfELwGRX7V7JhmtnTMNGfvOFOT3dDkhBRmbYhZ8wYyqiXd8vSHrR7yGq-Fg3D8PfOeGQGHByYNYC2QCklskQIkQKbWZZqkVmVImY1Qb1kNmXzARKY0FIcci1cRFr9zNMhqZ5A3sujtn3gExKePS9pTMIk25lgVDzsexSop5YRD4DgQNQvm8NujIy8IGEc0R0Xwb0Q58bGDMMZLK5ZHCmbvVIk_KJjxc0DTpwNsa1vaOSUYxKUSsA2ID8PaE0qV78wjCWLl1N7AdPf3SD_D88usw_3Ex-n4ML8qG97UK7j3sLu9X5gRp0VKeVvP_H21dCcU |
openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Curriculum+Innovations%3A+Enhancing+Medical+Student+Neuroscience+Training+With+a+Team-Based+Learning+Curriculum&rft.jtitle=Neurology%3A+Education&rft.au=Tarolli%2C+Christopher+G.&rft.au=J%C3%B3zefowicz%2C+Ralph+F.&rft.date=2023-03-01&rft.pub=Lippincott+Williams+%26+Wilkins&rft.eissn=2771-9979&rft.volume=2&rft.issue=1&rft_id=info:doi/10.1212%2FNE9.0000000000200037&rft.externalDBID=PMC11473093 |
thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=2771-9979&client=summon |
thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=2771-9979&client=summon |
thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=2771-9979&client=summon |